While sequencing of speaking turns occurs in both adult and child systems, the adult system is elaborated by nonverbal signaling of speaker/listener roles and is constrained by expectations of speaking turns responsive to a shared topic. Children's speaking turns are not accompanied regularly by nonverbal signals; the speaker role does not require a listener role. Monologue speech elements may occur within the child's turn taking system or outside of it as simultaneous talk. In encounters between child and adult speaking systems the teacher regularly attempts to impose his own dialogue and topic continuation constraints upon the child's more flexible speaking system. Also, the teacher regularly picks up an utterance of the child's monolgue and paraphrases it into a question to which the child again is forced to answer. Presumably through time such systematic adult monitoring will result in the child coming to accept such constraints as part of his own speaking turn system. Likewise, the child will incorporate the adult nonverbal signals and cues. (WR)